The training of professionals for a global world remains a challenge for Higher Education. From an intercultural educational approach, this study describes and analyses two educational proposals in ...Italy and Spain, which have helped to develop students' intercultural competences, thanks to a teaching framework based on participatory strategies. A multiple case study with a qualitative approach is elaborated to analyse the data on the situation in order to describe and recognise the relevance of examining participation, collaborative culture and social transformation in two Master's Degrees. Findings show that the synergy between participatory strategies and intercultural competences enhances dialogue and renegotiation of meanings, reconceptualisation of diversity, critical thinking and agency for change. The conclusions point to the need to generate collaborative networks to further mobilise the knowledge generated in training for intercultural professionals.
•Global citizenship requires a capacity to navigate the plurality of cultures but also the plurality of futures.•Participatory foresight methodologies have a strong potential to reinforce the ...acquisition of intercultural competences•Learning to live together should be understood as entailing a future-oriented capacity to learn together
The view of the authors is that, in response to challenges created in many countries by the coexistence of communities of different origins and cultures, living together in peace requires a capacity to learn together and to navigate a plurality of cultures but also a plurality of futures.
To explore this idea, a research has been conducted to identify future-oriented methodologies that can sustain activities in such fields as the culture of peace and global citizenship education. Such methodologies as Causal Layered Analysis, the Sarkar game, Transformative Scenario Planning and the framework of Futures Literacy are examined in relation to their added value for intercultural competences. The paper finishes on the presentation and analysis of a case study on a foresight participative workshop held with young people in Africa.
The four methodologies and the case study presented in this paper provide, in our view, a strong impetus to further explore spaces where intercultural competences and the discipline of anticipation can be hybridized. Such hybridity seems to correspond to what is required of citizens in a globalizing world where solutions must not only be based on long term perspectives but also be shared across national, cultural, ethnic or religious boundaries.
In this paper I am going to write about shared service centres. It is a big challenge for all types of companies anywhere in the world to “survive” in our globalized and accelerated world. Their ...primary objective is to stay competitive, keep or even enlarge their market share while keeping their costs at minimum level. Nowadays they can only be competitive if they “reinvent” themselves: use new forms of business, form alliances to cut costs and enlarge their customer base. In our world everything changes so fast that for companies it is really essential to be flexible and adapt to new challenges. It has also become typical that these corporations cross borders and operate on a multinational level. In order to do that successfully they need flexible workforce: people who have intercultural competences and can help their corporations achieve their aim of profit maximizing. In the late 1990s a new organizational change approach appeared the shared service concept. Since that it has become popular in many parts of the world as it has a number of advantages: cost reduction, deploying new technology and a customer- oriented way of conducting business. Many researchers agree that the performance of companies can improve using the shared service format because they can concentrate on their core business within the company. A shared service centre can perform various functions in the company: finance, human resources (HR), legal, and information technology (IT), communications and public relations. This business model also has some drawbacks: there can be high transition costs when establishing a shared service centre and sometimes it is difficult to determine the accountabilities and the priorities within the shared service centres. Shared service centres need well- educated and well- motivated global workforce and it is a real challenge to find these people and keep them in the long run. It is true that technological advances are very important but so are the people.
From a qualitative paradigm, this art-based research examined how participating in a play influences the development of intercultural competences of early childhood educators undergoing training. ...Findings show that social theater stressed beliefs about interculturality, sensitized and achieved some depth on native cultures. It is concluded that art-based research allows, through a performative approach, to explore and reveal preconceived notions by means of the representation of human action and experience.
Desde un paradigma cualitativo, esta investigación basada en las artes examinó cómo influye participar en una obra de teatro en el desarrollo de competencias interculturales de educadoras de párvulos en formación. Los hallazgos muestran que el teatro social tensionó creencias sobre interculturalidad, sensibilizó y logró cierta profundización en culturas originarias. Seconcluye que la investigación basada en las artes permite, a través de un enfoque performativo, explorar y develar nociones preconcebidas por medio de la representación de la acción y experiencia humana.
In the final article of the special issue, we offer a reflection on the ideas presented by the authors and recommendations for future research on implementation and assessment of Global, ...International, and Intercultural (GII) competencies in higher education. Themes identified from the articles include the intersection of GII competencies and inclusive excellence in higher education, the importance of integrating GII learning into the core curriculum, and the high impact of interdisciplinary approaches. Parallel recommendations for future scholarship include: further application of the inclusive excellence framework to GII competencies research, additional study on methods for integration of GII learning into core curriculum, and attention to successful strategies for application within interdisciplinary settings.
No cabe duda que la educación intercultural en los contextos escolares no avanza. Para indagar al respecto, el objetivo principal fue describir la importancia de abordar la educación intercultural, a ...través de la enseñanza-aprendizaje de FLE, mediante una revisión de la literatura. Nuestra exploración se ejecutó, mediante un meta-análisis llevado a cabo con 22 aportaciones más relevantes realizadas, tanto a nivel nacional como internacional, publicados en revistas científicas en el periodo 2006-2020, en la base de datos Dialnet, Scopus, etc. Los resultados revelan que, a nivel estatal, apenas existen investigaciones empíricas asociadas a las aportaciones del FLE en el desarrollo de la educación intercultural. Asimismo, queda palpable la ausencia implícita y explícita de las competencias interculturales en el currículum de los distintos trabajos analizados. Las investigaciones se caracterizan por sus buenas intenciones de aparentar la implementación con algunas pinceladas de la educación intercultural en materia de FLE, sin embargo, no representan de manera clara las distintas realidades culturales de sus contextos escolares, centrando su interés en visualizar determinadas culturas y, ocultar otras. Se finaliza con propuestas, como la introducción de soportes reales a la educación intercultural, que eviten las consecuencias de los sesgos culturales en el currículum, que reproducen las desigualdades sociales.
Background: The aim of the present study was to evaluate teachers’ opinions on the use of Personal Learning Environments (PLE) for the development of students’ intercultural competences. Methods: ...This investigation carried out a thematic analysis of semi-structured interviews applied to a sample of n = 100 Compulsory Secondary Education teachers in Andalusia (Spain) with an average teaching experience of 13.13 years (SD = 6.63). The interview shows excellent content validity (Content Validity Index for the interview overall, S-CVI = 0.94). The concordant codes and sub-codes were established in the analysis with the participation of two researchers and an external expert. Then, the data was analyzed using NVivo software. Results: The results show the opinions of the teachers grouped into six separate codes: intercultural learning communities, learning improvement, intercultural development of the student, disinformation, inapplicability, and inappropriate use. Conclusions: In general, it is concluded that the teachers consider the benefits of using PLE in the development of students’ intercultural competences. Despite this, some opinions reveal a lack of training and motivation, or the lack of ability teachers have on the subject, as well as in their classrooms, with the result that the PLE is not applicable for intercultural education.
Bildung in fremden Sprachen? Ruprecht Mattig, Miriam Mathias, Klaus Zehbe / Ruprecht Mattig, Miriam Mathias, Klaus Zehbe
2018, 201801, 2017-11-01
eBook, Book
Ist die alte pädagogische Denkfigur, wonach das Erlernen fremder Sprachen immer auch bildende Einblicke in andere Kulturen und Denkweisen eröffnet, noch zu halten? Aktuelle Globalisierungs-, ...Internationalisierungs- und Migrationsprozesse scheinen diese Ansicht gleichzeitig neu zu akzentuieren und in Frage zu stellen. Die Beiträge des Bandes reflektieren die vielfältigen Dynamiken, die sich vor dem Hintergrund dieser Prozesse für den Zusammenhang von globalisierter Mehrsprachigkeit und Bildung ergeben. Die Autorinnen und Autoren diskutieren differenziert und kritisch aus bildungstheoretischer Perspektive Themen wie das Übersetzen, den Erwerb interkultureller Kompetenzen wie auch die Hegemonie der englischen Sprache.
Resumo Competências interculturais na educação superior, em especial brasileira, constitui um tema incipiente apesar de sua importância longínqua e de ser um espaço indiscutivelmente composto de um ...rico arcabouço cultural. Ambiente com a predominância da perspectiva funcional da interculturalidade (CANDAU, 2012; WALSH, 2009), ainda carece de reflexões acerca do desenvolvimento de saberes sobre as temáticas que a permeiam. Este artigo buscou uma interlocução conceitual acerca de competências interculturais na educação superior, a partir de uma pesquisa bibliográfica do tipo qualitativa e exploratória, apropriando-se das principais publicações nacionais e internacionais a respeito do tema. A reflexão conceitual partiu de discussões acerca de competências e interculturalidade , bem como a junção dos dois construtos (competências interculturais) na educação superior. Portanto, foi possível realizar uma releitura com base nos conceitos de competências na ótica de inputs (corrente predominante norte-americana com ênfase no conjunto de características do sujeito) e outputs (corrente predominante europeia com foco nos resultados) e da interculturalidade (interação entre culturas) com concepção de classificação como relacional, funcional e crítica de Walsh (2009). Entende-se que a partir desta pesquisa sejam incitadas novas discussões e olhares acerca do tema, bem como estudos empíricos que venham agregar os resultados aqui apresentados, além de incentivar a busca por didáticas a serem implementadas que visam ao desenvolvimento de competências interculturais na Educação Superior.
Abstract Intercultural competences in higher education, especially in Brazil, is an incipient theme despite its long-lasting importance and its indisputably rich cultural framework. An environment with a predominance of the functional perspective of interculturality (CANDAU, 2012; WALSH, 2009) still lacks reflections on the development of knowledge about the themes that permeate it. This article sought out a conceptual dialogue about intercultural competences in higher education, based on qualitative and exploratory bibliographic research, incorporating the main national and international publications about the subject. Conceptual reflection stemmed from discussions about skills and interculturality, as well as the combination of the two concepts (intercultural skills) in higher education. Therefore, it was possible to perform a reinterpretation based on competences concepts from the perspective of inputs (predominant North American trend with focus on the set of characteristics of the subject) and outputs (predominant European trend with focus on results) and interculturality (interaction between cultures) with classification concepts as relational, functional and critical described by Walsh (2009). From this research, new discussions and perspectives on the subject have been presented, as well as empirical studies that will aggregate the results presented here, in addition to the search for didactics aimed to develop intercultural competences that can be implemented in Higher Education.
Los líderes de organizaciones multinacionales deben estar preparados para desenvolverse en mercados que están intentando desarrollar y así gestionar más eficientemente las competencias ...interculturales. El objetivo general de este estudio fue identificar los discursos sobre las competencias interculturales que manejan los directores de procesos de internacionalización en las universidades del Ecuador, con el fin de poder evaluar mejor el éxito o no de una experiencia de movilidad en el exterior. El estudio partió de la sustentación teórica del concepto de competencias interculturales y posteriormente, se utilizó la metodología del focus group, en dos sesiones realizadas en Ecuador, a las que asistieron personas de 22 diferentes organizaciones y universidades (coeficiente Kappa significativo). Nuestros hallazgos indican que las categorías mencionadas con mayor frecuencia fueron tolerancia, resolución de problemas, adaptación y networking. Se concluye que se debería prestar mayor atención al estudio de las competencias interculturales en nuestros países para catapultar de esa forma los procesos de internacionalización en nuestras instituciones de educación superior.
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